Intervention Summary

Second Step

Second Step is a classroom-based social-skills program for children 4 to 14 years of age that teaches socioemotional skills aimed at reducing impulsive and aggressive behavior while increasing social competence. The program builds on cognitive behavioral intervention models integrated with social learning theory, empathy research, and social information-processing theories. The program consists of in-school curricula, parent training, and skill development. Second Step teaches children to identify and understand their own and others' emotions, reduce impulsiveness and choose positive goals, and manage their emotional reactions and decisionmaking process when emotionally aroused. The curriculum is divided into two age groups: preschool through 5th grade (with 20 to 25 lessons per year) and 6th through 9th grade (with 15 lessons in year 1 and 8 lessons in the following 2 years). Each curriculum contains five teaching kits that build sequentially and cover empathy, impulse control, and anger management in developmentally and age-appropriate ways. Group decisionmaking, modeling, coaching, and practice are demonstrated in the Second Step lessons using interpersonal situations presented in photos or video format.

Descriptive Information

Areas of Interest

Mental health promotionSubstance abuse prevention

Outcomes

Review Date: December 20061: Social competence and prosocial behavior2: Incidence of negative, aggressive, or antisocial behaviors

Outcome Categories

Social functioningViolence

Ages

6-12 (Childhood)

Genders

MaleFemale

Races/Ethnicities

American Indian or Alaska NativeAsianBlack or African AmericanHispanic or LatinoWhite

Settings

School

Geographic Locations

UrbanSuburbanRural and/or frontier

Implementation History

An estimated 32,000 schools across the United States have implemented Second Step since the program's inception in 1987. Since 2004, nearly 8 million students and 2 million adults have participated in the Second Step program.

NIH Funding/CER Studies

Partially/fully funded by National Institutes of Health: NoEvaluated in comparative effectiveness research studies: No

Adaptations

No population- or culture-specific adaptations of the intervention were identified by the developer.

Adverse Effects

No adverse effects, concerns, or unintended consequences were identified by the developer.

IOM Prevention Categories

Universal

Quality of Research

Review Date: December 2006

Documents Reviewed

The documents below were reviewed for Quality of Research. The research point of
contact can provide information regarding the studies reviewed and the availability
of additional materials, including those from more recent studies that may have been conducted.

Supplementary Materials

Outcomes

Outcome 1: Social competence and prosocial behavior

Description of Measures

The incidence of prosocial behaviors or social competence was measured using teacher, parent, and child surveys and behavioral observations. The surveys used were the School Social Behavior Scales (SSBS), the Achenbach Teacher Report Form (TRF), the Achenbach Child Behavior Checklist (CBCL), and the Parent-Child Rating Scale (P-CRS).

Key Findings

In one study, Second Step participants demonstrated higher average rates of prosocial behavior ("engages appropriately with peers," "follows directions from adults") compared with similar students who did not receive the intervention (p < .01 and p < .001, respectively).

Another evaluation found that students who participated in the Second Step program demonstrated higher rates of prosocial behavior in classrooms, on playgrounds, and in cafeterias relative to students in the control group, and these effects continued at least 2 weeks after the intervention (p < .05).

A third evaluation reported no statistically significant benefits in prosocial behavior.

The incidence of negative, aggressive, or antisocial behaviors was measured using teacher, parent, and child surveys and behavioral observations. The surveys used were the School Social Behavior Scales (SSBS), the Achenbach Teacher Report Form (TRF), the Achenbach Child Behavior Checklist (CBCL), and the Parent-Child Rating Scale (P-CRS).

Key Findings

Teachers reported fewer antisocial behaviors among Second Step participants compared with similar students who did not receive the intervention (p < .001), primarily as a result of first-year implementation of the program. The change was greatest among students who had high baseline ratings for antisocial behavior.

Another evaluation found lower rates of physically antisocial behavior in playground and cafeteria settings at least 2 weeks after the intervention (p = .03). Physical aggression in the classroom setting continued to be reduced 6 months after the intervention (p = .03).

A third evaluation found that teacher-reported antisocial behavior decreased at a school using Second Step while it increased at a similar school without the intervention (p < .05).

Quality of Research Ratings by Criteria (0.0-4.0 scale)

External reviewers independently evaluate the Quality of Research for an intervention's
reported results using six criteria:

Reliability of measures

Validity of measures

Intervention fidelity

Missing data and attrition

Potential confounding variables

Appropriateness of analysis

For more information about these criteria and the meaning of the ratings, see Quality of Research.

Outcome

Reliability
of Measures

Validity
of Measures

Fidelity

Missing
Data/Attrition

Confounding
Variables

Data
Analysis

Overall
Rating

1: Social competence and prosocial behavior

2.3

2.5

2.0

2.0

2.3

3.3

2.4

2: Incidence of negative, aggressive, or antisocial behaviors

2.3

2.5

2.0

2.0

2.3

3.3

2.4

Study Strengths

The strengths of the Second Step program include the combined use of systemic direct observation and self-report data in longitudinal designs with multiple methods of data collection. Measures are known in the field and have appropriate psychometric properties, and appropriate analyses were utilized.

Study Weaknesses

Attrition was high, and a large number of missing data was acknowledged in one of the studies. The impact of culture, socioeconomic status, and race/ethnicity was unclear, and these may be potential confounds. One of the studies did not employ a true randomized study design.

Readiness for Dissemination

Review Date: December 2006

Materials Reviewed

The materials below were reviewed for Readiness for Dissemination. The implementation
point of contact can provide information regarding implementation of the intervention
and the availability of additional, updated, or new materials.

Dissemination Strengths

The implementation materials for this program are very impressive. Goals and expected outcomes are clearly defined. Materials are colorful, well organized, and complete. Sessions are well outlined for easy implementation with clear instructions and guidance for the teacher/instructor. Video materials are of high quality and include scenarios for discussion that complement the print curriculum. Materials are culturally sensitive and inclusive. The training videos and teacher's guides provide comprehensive and detailed instructions for instructors and administrators. Administrator guides explain how to incorporate the program into the school community and integrate it with the grade-level curriculum. Specific guidance is given for evaluating the impact of the program, including options for process and outcome evaluations.

Dissemination Weaknesses

Program evaluation and quality assurance would be enhanced if authors provided a method for quantifying student disciplinary events related to anger management.

Costs

The cost information below was provided by the developer. Although this cost information
may have been updated by the developer since the time of review, it may not reflect
the current costs or availability of items (including newly developed or discontinued
items). The implementation point of contact can provide current information and
discuss implementation requirements.

Item Description

Cost

Required by Developer

Pre-K DVD kit

$289 each

Yes

Grades 1-5 kits

$189 each

Yes

Level 1 foundation lessons (middle school)

$299 per set

Yes

Level 2 skill-building lessons (middle school)

$199 per set

Yes

Level 3 skill-building lessons (middle school)

$299 per set

Yes

Family Guide

$369 each

Yes

Family Guide and pre-K DVD kit

$619 each

Yes

Family overview video

$39 or $59 depending on format

Yes

2-day training at a regional location

$525 per person (pre-K through middle school)

No

2-day, on-site training

$7,500 for up to 25 participants (pre-K through middle school)

No

1-day, on-site training

$4,000 for up to 40 participants (pre-K through middle school)

No

1-day, on-site Family Guide facilitator training

$4,000 for up to 40 participants (pre-K through grade 5)

No

Limited telephone/email technical assistance

Free

No

On-site implementation support consultation

$1,500

No

Program implementation and outcome assessment tools

Free

No

Replications

Selected citations are presented below. An asterisk indicates that the document
was reviewed for Quality of Research.